The only "rule" for using the Record is that teachers must focus their observations and interpretations on what students demonstrate they know and can do, rather than reporting their assumptions about the students' deficits. The rule comes from an obvious fact of observation: we cannot observe what isn't there, only what is there. When we talk about what students don't know or can't do, we are speculating, not observing. The Learning Record model is based on students' development, not their presumed deficits. This simple rule has had the effect of qualitatively and globally changing the ecology of instruction and evaluation in ways that support student learning.

Indicator 2: English Language Learners

Mission Related Performance

3: Reading Growth

The first is that deeper learning and enthusiasm require us to let students generate possibilities rather than just choosing items from our menu; construction is more important than selection.  The second is that what we really need to offer is “autonomy support,” an idea that’s psychological, not just pedagogical.